Formatting Blackline Masters

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Grading Rubric for Hunter-Gatherer Project

| |4 |3 |2 |1 |POINTS |

|CATEGORY | | | | | |

|Shelter |There are 4 or more |There are 3 examples |There are 2 examples |There is only 1 |___ |

| |examples of shelters |of shelters used by |of shelters used by |example of shelters | |

| |used by |hunter-gatherers. |hunter-gatherers. |used by | |

| |hunter-gatherers. | | |hunter-gatherers. | |

|Food |There are 4 or more |There are 3 examples |There are 2 examples |There is only 1 |___ |

| |examples of the types|of the types of food |of the types of food |example of shelters | |

| |of food eaten by |eaten by |eaten by |used by | |

| |hunter-gatherers. |hunter-gatherers. |hunter-gatherers. |hunter-gatherers. | |

|Tools |There are 4 or more |There are 3 examples |There are 2 examples |There is only 1 |___ |

| |examples of the types|of the types of tools |of the types of tools |example of shelters | |

| |of tools made and |made and used by |made and used by |used by | |

| |used by |hunter-gatherers. |hunter-gatherers. |hunter-gatherers. | |

| |hunter-gatherers. | | | | |

|Clothing |There are 4 or more |There are 3 examples |There are 2 examples |There is only 1 |___ |

| |examples of the types|of the types of |of the types of |example of shelters | |

| |of clothing used by |clothing used by |clothing used by |used by | |

| |hunter-gatherers. |hunter-gatherers. |hunter-gatherers. |hunter-gatherers. | |

|TOTAL POINTS | | | | |___ |

Grading Rubric for Climatic Changes Paragraph

|CATEGORY | | | | |POINTS |

| |4 |3 |2 |1 | |

|Topic Sentence |Main/Topic Idea Sentence |Main/Topic Idea |Main/Topic Idea |There is no |___ |

| |is historically accurate,|Sentence is |Sentence is |Main/Topic Idea | |

| |clear, encompassing of a |historically |historically |sentence. | |

| |larger idea, and answers |accurate, but |inaccurate although | | |

| |the question posed. |somewhat unclear and |it is clear and | | |

| | |does not directly |answers the question | | |

| | |answer the question |posed. | | |

| | |posed. | | | |

|Body of Paragraph |Paragraph has at least 3 |Paragraph has 2 facts|Paragraph has only 1 |Paragraph has no |___ |

|(Supporting Details) |facts that are |that are historically|fact that is |facts that are | |

| |historically accurate and|accurate and support |historically accurate|historically accurate| |

| |support the main idea. |the main idea. |and supports the main|and support the main | |

| | | |idea. |idea. | |

|Conclusion Sentence |Conclusion sentence |Conclusion sentence |Conclusion sentence |There is no |___ |

| |restates and reinforces |does not restate |does not restate nor |conclusion sentence. | |

| |the main idea. |although it relates |reinforce main idea. | | |

| | |somewhat to the main | | | |

| | |idea. | | | |

| | | | |TOTAL |___ |

Farming Word Grid

| |SITE #1: |SITE #2: |SITE #3: |

| | | | |

| |______________ |______________ |______________ |

|rich, | | | |

|fertile soil | | | |

|easily | | | |

|defended | | | |

|warm, temperate | | | |

|climate | | | |

|fresh water | | | |

|for crops | | | |

|flat | | | |

|land | | | |

|transportation for trade | | | |

Vocabulary Chart on Human Changes to the Environment

|Word |+ |( |( |Example |Definition |

|physical environment | | | | | |

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|adaptation | | | | | |

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|slash and burn | | | | | |

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|irrigation | | | | | |

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|tilling | | | | | |

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|modification | | | | | |

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|dike/levee | | | | | |

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|canal | | | | | |

| | | | | | |

|dam | | | | | |

Listing on Human Changes to the Environment

|Ways that humans changed the environment |Ways that humans changed the environment in|Ways that humans changed the environment|

|in Çatal Hüyük |Skara Brae |in your region of the state |

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Look at each column and identify what you think is the highest form of technology used in each place to make those changes.

Highest form of technology used to make these changes:

____________________ ______________________ _____________________

1. The Nile River Boat

[pic]

This sketch is based on sketches from Dilwyn Jones’ book, Boats, published in Austin, Texas, by the University of Texas Press in 1993. The book is a great resource on ancient Egyptian boat technology.

2. The Yellow River Boat

[pic]

3. The Tigris River Boat

[pic]

4. The Euphrates River Boat

[pic]

5. The Indus River Boat

[pic]

River Research Sheet

NAMES of GROUP MEMBERS: _______________________________________________

_______________________________________________

NAME of RIVER: __________________________________________________________

|River’s origin or source | |

|Latitude and longitude at source | |

|Latitude and longitude at mouth | |

| | |

|Length of river | |

| | |

|Current countries | |

|where it flows | |

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|Climatic zone(s) | |

|of river | |

| | |

|Geographical features | |

|along river | |

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|Ancient settlements/ | |

|cities on river | |

| | |

|Crops/technology | |

|along river | |

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|Famous sites | |

|along river | |

Writing Prompt Sheet

for

Trip down the _________________ River

The first person in your group sets the scene for the start of the journey (Ex: early morning, mid-day, month, who is on the trip, equipment…). Then each subsequent member of the crew proceeds to write one line about each stop along the way, until the trip entails at least ten stops. Be as descriptive and accurate as possible about what you see!

1. ________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

2. ________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. ________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. ________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. ________________________________________________________________________________________________________________________________________________________________________________________________________________________

6. ________________________________________________________________________________________________________________________________________________________________________________________________________________________

7. ________________________________________________________________________________________________________________________________________________________________________________________________________________________

8. ________________________________________________________________________________________________________________________________________________________________________________________________________________________

9. ________________________________________________________________________________________________________________________________________________________________________________________________________________________

10. ________________________________________________________________________________________________________________________________________________________________________________________________________________________

11. ________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Ziggurat Project Grading Rubric

|4 |3 |2 |1 |Your Points |

|Ziggurat has at least 4 |Ziggurat has 3 tiers. |Ziggurat has 2 tiers. |Ziggurat has only 1 tier. | |

|tiers. | | | |_____ |

|Every tier is accurately |3 tiers are labeled with |2 tiers are labeled with |1 tier is labeled with its| |

|labeled with its usual |their usual functions. |their usual functions. |usual function. | |

|function. | | | |_____ |

|The paragraph has an |The paragraph has an |The paragraph has an |The paragraph is missing | |

|accurate topic and |accurate topic sentence, |inaccurate topic sentence |both an accurate topic | |

|conclusion sentence. |but not an accurate |but an accurate conclusion |sentence and an accurate | |

| |conclusion sentence. |sentence. |conclusion sentence. | |

| | | | |_____ |

|The paragraph includes at|The paragraph includes at|The paragraph includes at |The paragraph has no | |

|least 3 accurate |least 2 accurate |least 1 accurate supporting |accurate supporting | |

|supporting details about |supporting details about |detail about ziggurats. |details about ziggurats. | |

|ziggurats. |ziggurats. | | |_____ |

| | | | | |

| | |TOTAL | |_______ |

Writing Student Poems

The Negro Speaks of Rivers ___________________________

Your Title

By Langston Hughes

______________________________

Group Member Names

(Verses) (Your Verses)

I’ve known rivers: __________________________________________

I’ve known rivers ancient as the world and older than the __________________________________________

flow of human blood in human veins. __________________________________________

My soul has grown deep like the rivers. __________________________________________

I bathed in the Euphrates when dawns were young. __________________________________________

I built my hut near the Congo and it lulled me to sleep. __________________________________________

I looked upon the Nile and raised the pyramids above it. __________________________________________

I heard the singing of the Mississippi when Abe Lincoln __________________________________________

went down to New Orleans, and I’ve seen its muddy __________________________________________

bosom turn all golden in the sunset. __________________________________________

I’ve known rivers: __________________________________________

Ancient, dusky rivers. __________________________________________

My soul has grown deep like the rivers. __________________________________________

Civilization Research Sheet

STUDENT: _______________________CULTURE/CIVILI|ZATION: ___________________

| | |

|Dates when Civilization Thrived | |

|Location (Latitude/Longitude, Continent, | |

|Modern-day Countries) | |

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|Climate Zone | |

|Annual Rainfall, Average Temperatures | |

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|Main Cities, | |

|Main Geographical Features, | |

|Main Natural Resources | |

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|Crops, | |

|Agricultural Technology | |

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|Architecture, | |

|Art, | |

|Inventions | |

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|Government, | |

|Religion | |

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|Trading Products, | |

|Migration | |

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TECHNOLOGY

1) the use of knowledge and skills to meet human needs and goals

2) the application of science to practical work in the world

3) comes from Greek words: tekhne meaning “art” or “craft” and logos meaning “word” or “speech.”

4) a tool or technique

The Stone Age is the period in human history during which humans made their implements (tools) mainly from plain stone. During this time, hunting weapons like spears and arrow heads and cooking utensils like knives and grinders were all made of stone, bone, or wood. The Stone Age is usually divided into the Paleolithic Age (Old Stone Age) which began with the first humans and lasted until around 10,000 B.C. and the Neolithic Age (New Stone Age) which went from 10,000 B.C. to 3,500 B.C. Just because it is called the Stone Age doesn’t mean humans did not have an array of technology for their use. They had already learned many ways to catch, kill, and preserve food.

The Copper Age began around 5,000 B.C. when humans started using copper “rocks” because it was plentiful and because it was soft and could be easily shaped. In fact, copper could be taken from mountainsides in pure form and hammered into different shapes without the use of heat. Copper is also very durable. (There is a piece of copper pipe from ancient Egypt that was found and is still in good shape.) Copper and gold were the first two metals used in their raw form by humans.

The Bronze Age replaced The Copper Age when, around 3,000 B.C., the Hittites and Minoans learned to make an alloy (a metal that is a mixture of two or more metals) called bronze by melting together copper and tin. Bronze weapons and agricultural tools were harder than plain copper ones and more easily shaped than plain stone. Bronze was also shinier than plain copper and so was used for sculpting art, too.

The Iron Age was an even more revolutionary age than the Bronze Age because iron is extremely hard and strong and permitted the creation of much more efficient agricultural tools like iron plows and iron-spoked wheeled carts, as well as much more dangerous weapons. Historians still don’t know for sure who it was who started producing iron first. It may have been the Hittites. What we do know is that the Kushites in Egypt were the first to produce iron in large quantities around 1,100 B.C.

You might say that today we live in The Age of Steel. It is perhaps the most commonly used strong, hard metal for things like machines, buildings, bridges, vehicles like trains, etc. Steel is actually just iron but with some carbon bonded to it to make it stronger. Even during the Iron Age, humans had learned this trick of adding some carbon to iron to make it stronger. In fact, different swords of famous leaders like the legendary Excalibur (King Author’s sword) probably were special and stronger becaue of the amount of carbide in it.

What do you think will be the next age of technology?

Ancient Technology Worksheet

1. What form of ancient technology has your group chosen to research and make?

____________________________________________________________________________

2. Where (in what civilization) and when was this form of technology first utilized?

____________________________________________________________________________

3. For what was it used? _______________________________________________________

4. Of what materials was it built? ________________________________________________

5. Do we still need or use this form of technology today? _____________________________

6. If yes, is it still built the same? If no, what do we use to accomplish the task today?

____________________________________________________________________________

7. What scientific knowledge went into the making of this technology?

____________________________________________________________________________

8. List below what materials your group plans to use to build your model and who is responsible for bringing each material from home.

|MATERIAL |PERSON |

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EXTRA! EXTRA! READ ALL ABOUT IT!

If you finished your work on your model early,

try entering the extra category at the

Ancient Technology Fair – LEVEE TECHNOLOGY!

All of the river valley civilizations faced a common problem – flooding! On the one hand, the annual floods would fertilize their fields by depositing new, rich silt on the river’s banks. But flooding was also hazardous (The Yellow River in China was even nicknamed the “River of Sorrows.”), so ancient peoples developed ways of controlling the flow of water. They developed irrigation and levees.

Today, of course, we in Louisiana use levees, dams, and flood plains to protect ourselves from flooding, too. Constructing levees is extremely expensive. They are usually built of pilings (steel or wood) and mud. But some people think we should start building levees out of other materials, too. How about old tires, cement, or plastic?

To enter this extra fair category, sketch a model of a levee out of something that you think would be cheaper, yet as or more effective, as earthen levees. Tell why you think it would be a great material to consider for levees.

|Trade Poster Grading Rubric |

|[pic] |

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|Students’ Names:     ______________________________________________________________________ |

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|CATEGORY |2 |1 |0 |Points |

|Civilizations & Their|All 8 civilizations located and|1-3 mistakes on the locating |More than 3 mistakes on the | |

|Dates |labeled correctly with their |and labeling of the |locating and labeling of | |

| |dates |civilizations and dates |civilizations and dates |____ |

|Trade Products |At least 3 trade products per |At least 2 trade products per |1 or less trade products per | |

| |civilization |civilization |civilization |____ |

| |Map key clear and all trade |Map key unclear and missing 1-4|Map key unclear and missing more | |

|Map Key |products represented |trade products |than 4 trade products | |

| | | | |____ |

|Trade Routes |At least 1 trade route |1-2 accurate trade routes |Over 2 accurate trade routes | |

| |accurately drawn for each |missing from civilizations |missing from civilizations | |

| |civilization | | | |

| | | | |____ |

| | | | | |

|Total Points | | | |____ |

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|Grade | | | |____ |

Paragraph Grading Rubric

|CATEGORY | | | | | |

|↓ |4 |3 |2 |1 |POINTS |

|Topic Sentence |Main/Topic Idea Sentence |Main/Topic Idea |Main/Topic Idea |There is no |___ |

| |is historically accurate,|Sentence is |Sentence is |Main/Topic Idea | |

| |clear, encompassing of a |historically |historically |Sentence. | |

| |larger idea, and answers |accurate, but |inaccurate although | | |

| |the question posed. |somewhat unclear and |it is clear and | | |

| | |does not directly |answers the question | | |

| | |answer the question |posed. | | |

| | |posed. | | | |

|Body of Paragraph |Paragraph has at least |Paragraph has two |Paragraph has only |Paragraph has no |___ |

|(Supporting Details) |three facts that are |facts that are |one fact that is |facts that are | |

| |historically accurate and|historically accurate|historically accurate|historically accurate| |

| |support the main idea. |and support the main |and supports the main|and support the main | |

| | |idea. |idea. |idea. | |

|Conclusion Sentence |Conclusion sentence |Conclusion sentence |Conclusion sentence |There is no |___ |

| |restates and reinforces |does not restate |does not restate nor |conclusion sentence. | |

| |the main idea. |although it relates |reinforce main idea. | | |

| | |somewhat to the main | | | |

| | |idea. | | | |

| | | | |TOTAL |___ |

ANCIENT WAR CHART

|DATES of the WAR |SIDES in the WAR |

|CAUSES of the WAR |MAJOR BATTLES |

|MAIN WEAPONS |EFFECTS of the WAR |

History Walk

Instructions: There are 25 pictures of ancient Rome posted around the room. Each is numbered. You do not have to start with #1; start with any picture. Place its number next to what it depicts or shows. When you have numbered all of the items below, sit in your desk and wait for further instructions from the teacher.

___ the Italian peninsula ___ Coliseum ___ standard

___ Romulus and Remus ___ Emperor Augustus ___ a legionary

___ Cincinnatus ___ a list of Romance ___ Mouth of Truth

languages

___ Roman forum ___ 64 in Roman numerals ___ Marcus

Aurelius

___ an aqueduct ___ 89 in Roman numerals ___ map of the

Roman Empire

at its height

___ Trevi fountain ___ cross section of a

Roman road

___ Pantheon of Heroes ___ Arch of Constantine

___ Hannibal ___ a Roman legion

___ Cicero ___ gladius

___ Julius Caesar ___ pilum

Ancient Rome Essay Rubric

|Name of Project: ___________________________________________________________ |

|Name: ________________________ |

|Date submitted: ______________________ |

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|Criteria |

|Points |

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|4 |

|3 |

|2 |

|1 |

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|Introduction |

|Paragraph |

|Introduces the main thesis of the essay accurately with at least 3 accurate supporting details. |

|Introduces the main thesis of the essay accurately with at least 2 accurate supporting details. |

|Introduces the main thesis of the essay accurately with at least 1 accurate supporting detail. |

|Fails to adequately introduce the thesis with accurate supporting details. |

| |

|____ |

| |

|Body of Essay |

|Provides 6 or more historically-accurate details to support the essay’s thesis in a logical pattern. |

|Provides at least 4 historically-accurate details to support the essay’s thesis in a logical pattern. |

|Provides at least 2 historically-accurate details to support the essay’s thesis in a logical pattern. |

| |

|Provides no historically-accurate details to support the essay’s thesis. |

|____ |

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|Conclusion |

|Paragraph |

|Restates the essay’s thesis and draws a logical conclusion to the body of evidence presented in the essay. |

|Does not restate the essay’s thesis but draws a logical conclusion to the body of evidence presented in the essay. |

|Restates the essay’s thesis but does not draw a logical conclusion to the body of evidence presented in the essay. |

| |

|Does not restate nor draw a logical conclusion to the body of evidence presented in the essay. |

|____ |

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|Content |

|Presents complete information on the topic covered in an organized fashion. |

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|Presents information, but not in an organized manner. |

|Gives some information in an organized manner. |

|Gives little information and in an unorganized manner. |

|____ |

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|Total----> |

|____ |

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Major World Religions

| |Christianity |Judaism |Islam |Hinduism |Buddhism |Confucianism |Taoism |

| | | | | | | | |

|Dates | | | | | | | |

|Empire in which it | | | | | | | |

|started | | | | | | | |

| | | | | | | | |

|Founders/ | | | | | | | |

|Leaders | | | | | | | |

| | | | | | | | |

|Texts/ | | | | | | | |

|Writings | | | | | | | |

|Place of Worship | | | | | | | |

|Holy | | | | | | | |

|Sites | | | | | | | |

| | | | | | | | |

| | | | | | | | |

|Main | | | | | | | |

|Beliefs | | | | | | | |

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|Holy Days | | | | | | | |

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|Main | | | | | | | |

|Divisions | | | | | | | |

|Number of worshippers| | | | | | | |

|today | | | | | | | |

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|Symbol | | | | | | | |

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Religion Research Sheet

1) Which religion have you been assigned to research?

2) Tell the story of how that religion began.

3) Where and when did the religion begin?

4) Describe the founder or main leaders of the religion?

5) What are those leaders called today in that religion?

6) What are some of the main beliefs of that religion?

7) Does the religion have special places of worship? Describe them.

8) Does the religion have any special or sacred texts?

9) Does the religion have any special holy sites or holy days?

10) How many worshippers does the religion have in the world today?

Where are they mainly located?

11) Draw 1 to 3 of the main symbols of the religion.

Spread of Religions Timeline

600 B.C.

0

600 A.D.

1200 A.D.

Effects of Religion

|Effect |Examples |Religion Involved |

| | | |

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|On empire | | |

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|On governance | | |

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|On trade | | |

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|On education | | |

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|On laws | | |

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|On art and architecture | | |

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|On social structure | | |

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|On peace or war | | |

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|On culture | | |

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GRADING RUBRIC for ESSAY

|CATEGORY | | | | |POINTS |

| |4 |3 |2 |1 | |

|Topic Sentences |Main/Topic Idea Sentences|Main/Topic Idea |Main/Topic Idea |There are no |___ |

| |are historically |Sentences are |Sentences are |Main/Topic Idea | |

| |accurate, clear, |historically |historically |sentences. | |

| |encompassing of a larger |accurate, but |inaccurate although | | |

| |idea, and answer the |somewhat unclear and |clear and answer the | | |

| |question posed. |do not directly |question posed. | | |

| | |answer the question | | | |

| | |posed. | | | |

|Bodies of Paragraphs |Paragraphs have at least |Paragraphs have 2 |Paragraphs have only |Paragraphs have no |___ |

|(Supporting Details) |3 facts that are |facts that are |one fact that is |facts that are | |

| |historically accurate and|historically accurate|historically accurate|historically accurate| |

| |support the main idea. |and support the main |and supports the main|and support the main | |

| | |idea. |idea. |idea. | |

|Conclusion Sentences |Conclusion sentences |Conclusion sentences |Conclusion sentences |There are no |___ |

| |restate and reinforce the|do not restate |do not restate nor |conclusion sentences.| |

| |main ideas. |although they relate |reinforce main idea. | | |

| | |somewhat to the main | | | |

| | |idea. | | | |

| | | | |TOTAL |___ |

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Feudalism Vocabulary Awareness Chart

|Word | | | | | |

| |+ |( |( |Example |Definition |

| | | | | | |

|manor | | | | | |

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|serf | | | | | |

| | | | | | |

|peasant | | | | | |

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|craftsman | | | | | |

| | | | | | |

|noble | | | | | |

| | | | | | |

|lord | | | | | |

| | | | | | |

|knight | | | | | |

| | | | | | |

|squire | | | | | |

| | | | | | |

|maiden | | | | | |

| | | | | | |

|priest | | | | | |

| | | | | | |

|bishop | | | | | |

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|monk | | | | | |

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|vassal | | | | | |

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|chivalry | | | | | |

|Feudal Manor Poster Grading Rubric |

|CATEGORY |Possible Points |Your Points |

|Manor House |5 | |

| | |____ |

|Village Church |5 | |

| | |____ |

|Grassy Fields/ |5 | |

|Common Pasture | |____ |

|Small Vegetable |5 | |

|Gardens | |____ |

|Village |5 | |

|Mill | |____ |

|Autumn Fields |5 | |

| | |____ |

|Spring Fields |5 | |

| | |____ |

|Fallow Fields |5 | |

| | |____ |

|Village Oven |5 | |

| | |____ |

|Chart that uses arrows to |30 | |

|show the relationship/responsibility | | |

|among the lords, knights, and serfs | |____ |

|Sketch of a medieval castle |5 | |

| | |____ |

|At least 10 castle defenses, |20 | |

|sketched and labeled (2 points each) | |____ |

| | | |

|Total Points | |____ |

| | | |

|Grade | |____ |

Essay Grading Rubric

|CATEGORY | | | | |POINTS |

| |4 |3 |2 |1 | |

|Paragraph comparing the |At least 3 facts |At least 2 facts |At least 1 fact comparing|No facts comparing the |___ |

|rise and spread of the |comparing the rise and |comparing the rise and |the rise and spread of |rise and spread of the | |

|two different empires |spread of the two empires|spread of the two empires|the two empires |two empires | |

|Paragraph comparing the |At least 3 facts |At least 2 facts |At least 1 fact comparing|No facts comparing the |___ |

|economies (crops and |comparing the economies |comparing the economies |the economies of the two |economies of the two | |

|trade) of the two |of the two empires |of the two empires |empires |empires | |

|different empires | | | | | |

|Paragraph comparing the |At least 3 facts |At least 2 facts |At least 1 fact comparing|No facts comparing the |___ |

|inventions and |comparing the inventions |comparing the inventions |the inventions and |inventions and | |

|accomplishments of the |and accomplishments of |and accomplishments of |accomplishments of the |accomplishments of the | |

|two different empires |the two empires |the two empires |two empires |two empires | |

|Paragraph comparing how |At least 3 facts |At least 2 facts |At least 1 fact comparing|No facts comparing how |___ |

|the two different empires|comparing how the two |comparing how the two |how the two empires |the two empires | |

|declined |empires declined |empires declined |declined |declined | |

| | | | | TOTAL |___ |

| | | | |GRADE |___ |

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Cause and Effect Chart on the Crusades

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Cause and Effect Chart on the Crusades (with answers)

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Grading Rubric for Model of Tenochtitlán or Machu Picchu

| |4 |3 |2 |1 |POINTS |

|CATEGORY | | | | | |

|Elements of |There are 10 or more |There are 8-9 city |There are 6-7 city |There are 5 or less |___ |

|the city |city structures |structures represented|structures represented|city structures | |

| |represented in the |in the model. |in the model. |represented in the | |

| |model. | | |model. | |

|Authentic |All structures are |Most, but not all, |A few structures are |The structures are not|___ |

|Replication |depicted as |structures are |depicted as |depicted as | |

| |authentically as |depicted as |authentically as |authentically as | |

| |possible given the |authentically as |possible given the |possible given the | |

| |construction |possible given the |construction |construction | |

| |materials. |construction |materials. |materials. | |

| | |materials. | | | |

|Accurate Labeling |All city structures |Most, but not all, |Some city structures |Few city structures |___ |

| |are labeled accurately|city structures are |are labeled accurately|are labeled accurately| |

| |and clearly. |labeled accurately and|and clearly. |and clearly. | |

| | |clearly. | | | |

|TOTAL POINTS | | | | |___ |

| | | | | | |

|GRADE | | | | |___ |

AZTEC FACTS

1. The Aztecs lived in central Mexico.

2. Their capital was called Tenochtitlán.

3. The legend of how their capital city was founded is pictured on the Mexican flag. It relates to an eagle eating a serpent atop a cactus plant in the middle of Lake Texcoco.

4. The Aztecs built their capital right in the middle of a lake. To do so, they had to dig up mud from the bottom of the lake to form land. These islands were called chinampas.

5. The Aztecs conquered a large area of land around Tenochtitlán. They traded throughout their empire. Their largest market was in Tenochtitlán itself.

6. There were professional merchants called pochtecas in the Aztec Empire.

7. The pochtecas would bring products from across Mexico to the central market.

8. The pochtecas would turn captured people into slaves and use them as porters to carry loads of heavy products to market.

9. At the marketplace, people bartered or exchanged one product for another without using any form of money.

10. The Aztecs also used cacao or chocolate beans as money, because the chocolate bean was highly valued and not very plentiful.

11. The marketplace was so huge that it sometimes attracted up to 60,000 Aztecs in one day.

12. People had to use boats or long causeways to get to the market since Tenochtitlán was built in the middle of a lake.

13. Some of the main food products traded at the market were corn, beans, and squash.

14. Other food products included tomatoes, sweet potatoes, vanilla, chocolate, avocados, pineapple, coconuts, and citrus fruits.

15. The Aztecs loved to eat wild game like wild ducks, geese, rabbits, and turkeys.

16. The Aztecs traded gold, silver, and beautiful stones like turquoise and jade. They also traded the volcanic rock called obsidian which they used to make tools.

17. Another product traded at the Aztecan marketplace was the feathers of the quetzal bird.

18. The Aztecs also bought and sold textiles or cloth and rope made from plant fibers.

19. Aztecan markets were busy and arguments sometimes arose. The market also had judges who were responsible for settling disputes between buyers and sellers.

20. The Aztecs believed in many gods like the corn god.

21. In their religion, they believed that the world was coming to an end.

22. When the Spanish colonists arrived, the Aztecs believed that their arrival meant the end of the world.

23. A Spanish conqueror named Cortes defeated the Aztec ruler, Montezuma.

24. The Spanish had horses and metal weapons which helped to defeat the Aztec warriors. Also, the Spanish carried a disease called small pox which killed about one-third of all the Native Americans, who had no immunity to the disease.

25. Aztecan heritage still influences Mexican culture today.

AZTECAN MARKET !

Dear Parents/Guardians:

At the end of this week, our class will hold an Aztecan Market in the classroom. Students are asked to bring one product to sell. It doesn’t have to be the exact product sold by the Aztecs; it can just represent the product or have the product as one ingredient. For example: instead of bringing real pieces of jade, a student could paint rocks from your driveway a jade green color and “sell” them as jade; instead of bringing real silver, a student can bring in silver Mardi Gras beads; instead of pure vanilla, a student could bring vanilla ice cream.

The following is a list of sample products that would be traded by the Aztecs. Students can work with a partner or alone to create a stand during the market. They will be given some class time to plan and to decorate their market stand.

Vegetables/Fruits: Other Foods: Crafts/Other:

Corn (also called maize) Vanilla Pottery

Tomatoes Chocolate (also called cacao) Gold

Avocadoes Peanuts Feathers

Squashes Turkeys (wild birds) Turquoise

Pumpkins Fish Jade

Sweet potatoes Turtles Obsidian

Beans Ducks Woven Baskets

Chili Peppers Frogs Cloths (made from

Coconuts Deer plant fiber & dyed

Cactus Leaves Rabbits with plant dyes)

Pineapples Ropes

Mangoes Silver

(No live animals may be brought to school. For animals mentioned above, consider sending canned or processed meats to school.)

If you can assist your child so that he/she has at least one thing to bring to the Aztecan market, it would really be appreciated. Also, please feel free to come visit the market during your child’s social studies class. Thank you as always for your support of your child’s education.

Sincerely,

African Research Sheet

Name of your African country: _______________________________

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1. Use a bright color to color in your African country on the map above.

2. What is north of your country? _______________ What is south of your country? ______________ What is east of your country? _______________ What is west of your country? _____________

3. Describe the geographic features (the land) in your country.

__________________________________________________________

__________________________________________________________

__________________________________________________________

4. What are the main natural resources in your country?

__________________________________________________________

__________________________________________________________

__________________________________________________________

5. What are the main crops grown in your country?

________________________________________________________

6. What are your country’s key exports? ______________________

______________________________________________________ _

7. What is the main language? ____________________

8. What is the country’s currency (money)? ____________________

9. What are the main religions in your country?

_______________________________________________________

10. What type of government does your country have? ____________

11. Was your country ever a colony? ___ yes ___no

If yes, what country colonized your country? ________________

When and how did your country win its independence? ________

_____________________________________________________

_____________________________________________________

Grading Rubric for the African Country Project

| |4 |3 |2 |1 |POINTS |

|CATEGORY | | | | | |

|Research Sheet |All 11 items are |9-10 items are answered |7-8 items are answered |6 or less items are |___ |

| |answered accurately. |accurately. |accurately. |answered accurately. | |

|Poster or PowerPoint© |Visual project includes |Visual project includes |Visual project includes |Visual project includes |___ |

|Presentation |and illustrates all of |and illustrates many of |and illustrates some of |and illustrates few of | |

| |the facts from the |the facts from the |the facts from the |the facts from the | |

| |research sheet. |research sheet. |research sheet. |research sheet. | |

|Oral Presentation |Oral presentation |Oral presentation |Oral presentation |Oral presentation |___ |

| |demonstrates mastery of |demonstrates partial |demonstrates weak |demonstrates little or | |

| |knowledge about African |mastery of knowledge |mastery of knowledge |no mastery of knowledge | |

| |country. |about African country. |about African country. |about African country. | |

|TOTAL POINTS | | | | |___ |

| | | | | | |

|GRADE | | | | |___ |

Essay Grading Rubric

| |

|Name of Project: The Causes and Effects of the Reformation |

|Name: ________________________ |

| |

|Date submitted: ______________________ |

| |

| |

|   |

|Criteria |

|Points |

| |

| |

| |

| |

|4 |

|3 |

|2 |

|1 |

|  |

| |

|Introduction |

|Paragraph |

|Introduces the main thesis of the essay accurately with at least 3 accurate supporting details. |

|Introduces the main thesis of the essay accurately with at least 2 accurate supporting details. |

|Introduces the main thesis of the essay accurately with at least 1 accurate supporting detail. |

| |

|Fails to adequately introduce the thesis with accurate supporting details. |

|____ |

| |

|Body of Essay |

|Provides 6 or more historically-accurate details on the causes and effects of the Reformation. |

|Provides at least 4 historically-accurate details on the causes and effects of the Reformation. |

|Provides at least 2 historically-accurate details on the causes and effects of the Reformation. |

|Provides no historically-accurate details on the causes and effects of the Reformation. |

| |

|____ |

| |

|Conclusion |

|Paragraph |

|Restates the essay’s thesis and draws a logical conclusion to the body of evidence presented in the essay. |

|Does not restate the essay’s thesis but draws a logical conclusion to the body of evidence presented in the essay. |

|Restates the essay’s thesis but does not draw a logical conclusion to the body of evidence presented in the essay. |

|Does not restate nor draw a logical conclusion to the body of evidence presented in the essay. |

| |

|____ |

| |

|Content |

|Presents complete information on the topic covered in an organized fashion, |

| |

|Presents information but not in an organized manner. |

|Gives some information in an organized manner. |

|Gives little information and in an unorganized manner. |

|____ |

| |

|  |

|  |

|  |

|  |

|Total----> |

|____ |

| |

| |

| |

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The Crusades

Liberate the Holy Land from the Muslims

Muslims kept control of the Holy Land

Decline of feudalism due to a labor shortage

Increased trade (Ex: spices, cotton, sugar, melons)

To distract the knights from warring in Europe

The pope’s plea to protect Christian pilgrimages

Knights and lords were promised land and wealth if they fought

The Crusades

[?]./?@NOW- R S X /United the Muslims and improved their military tactics

Cultural diffusion

To protect Constantinople from the Muslims

Thousands of people died

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Grade 6

Social Studies

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